Explicit instruction combines clear explanation, guided practice and independent application in a structured sequence. Aligned with Rosenshine's principles, this approach has the strongest evidence base for closing the achievement gap across subjects and age phases.
Explicit instruction is a structured, systematic teaching approach where teachers provide clear explanations, demonstrate skills through modelling, guide student practise, and support independent application. It follows a research-based sequence of 'I do, We do, You do' that reduces cognitive overload and helps all learners access complex content. This method is particularly effective for teaching foundational skills in reading, writing, and mathematics.
Explicit instruction is a structured, systematic approach to teaching that has strong evidence of effectiveness, particularly for teaching new concepts and skills. These explicit instruction approaches are grounded in decades of research. Based on decades of research including Rosenshine's Principles of Instruction, explicit teaching involves clear explanations, modelling, guided practise, and independent practise. While sometimes criticised as teacher-centred, explicit instruction when done well is highly interactive and responsive to student understanding through the inquiry cycle. This guide explains the key principles and how to implement them.
Evidence summary: The EEF Teaching and Learning Toolkit rates direct instruction as having +5 months progress on average. The SEND in Mainstream guidance identifies explicit instruction as one of five key strategies, supported by four systematic reviews incorporating 116 studies. Rosenshine's principles are most effective for well-structured knowledge and skills; effectiveness varies for ill-defined problems or creative tasks.
Unlike more general direct instruction, explicit instruction is carefully planned, sequenced, and scaffolded to reduce cognitive overload and ensure all students, regardless of background or ability, can access the content. Lessons typically follow a clear progression: teachers first model the skill or concept (“I do”), then support students in practising it together (“We do”), before finally allowing learners to apply it independently (“You do”).
This approach is rooted in cognitive science and has strong evidence to support its use, particularly in reading, writing, and mathematics. It is especially effective for learners who benefit from routine, structure, and clearly defined success criteria.
Key Features of Explicit Instruction:
The core components include clear learning objectives, direct modelling by the teacher, guided practise with immediate feedback, and systematic progression to independent practise. Teachers break down complex tasks into smaller steps, check for understanding frequently, and provide scaffolding that gradually decreases as students gain mastery. Each component builds on the previous one to ensure students develop both understanding and skill proficiency.
| Phase | Teacher Actions | Student Role | Key Principles |
|---|---|---|---|
| I Do (Modelling) | Demonstrate with think-aloud | Watch and listen actively | Clear, step-by-step |
| We Do (Guided) | Scaffold with prompts | Practise with support | Gradual release |
| You Do (Independent) | Monitor and provide feedback | Apply skills independently | Mastery focus |
| Review | Check understanding | Demonstrate learning | Consolidation |
Explicit instruction represents a highly effective teaching approach characterised by clear, direct communication of concepts and skills. It involves breaking down complex tasks into understandable segments, ensuring students can grasp and apply each part with confidence. This type of instruction gives students the skills they need in a logical and strategic manner.
Among the key features are direct explanations, modelling, guided practise, and purposeful practise opportunities. Educators ensure that students receive the fundamental knowledge required and provide feedback regularly to correct misunderstandings. Charles A. Hughes and other researchers have underscored the importance of explicit instruction in effectively Systematic instruction refers to a carefully designed teaching sequence likened to a well-detailed plan. This structured approach ensures students build knowledge logically, starting from simple ideas and moving to complex skills. For example, systematic instruction might begin by teaching basic sounds in reading, allowing students to connect these sounds into words. Through this method, new knowledge is consistently linked to what students have already mastered. This ensures concepts are relevant and easily applicable. By weaving together phonemic awareness, phonics, fluency, vocabulary, and comprehension, systematic instruction supports a strategic development of reading skills. Ensuring students possess the necessary background knowledge before introducing new concepts maximises learning efficiency. In explicit instruction, task breakdown and simplification are key strategies to facilitate This strategy, called task analysis, ensures clear instruction by explicitly teaching each unit of knowledge in a step-by-step manner, rather than assuming prior understanding. Educators often provide scaffolding support, which becomes gradually less necessary as students grow more proficient. Such a method enables a systematic progression, aiding students in developing the capacity to handle more complex thinking tasks over time. Modelling and demonstration stand as vital components of explicit instruction. These tools involve teachers clearly presenting concepts to ensure students understand how to apply skills effectively. A teacher may use think-aloud strategies, vocalizing the decision-making process during problem-solving. This provides students insight into applying strategies in their learning. During modelling, addressing misunderstandings with corrective strategies solidifies comprehension. Teachers demonstrate problem-solving techniques, encouraging students' critical-thinking skills. Utilising consistent language ensures students grasp concepts and replicate learned skills. Thus, modelling offers students an opportunity to watch, understand, and then independently apply new knowledge with increased confidence. Guided practise is a crucial phase in explicit instruction, providing a bridge from modelling to Guidance ensures misconceptions are detected early, allowing for reteaching as needed. Such a collaborative environment promotes frequent student responses, enhancing engagement and comprehension. This step strengthens the readiness of students to eventually practise skills on their own effectively. Once students accurately demonstrate mastery during guided practise, they transition to independent practise. This phase provides opportunities for students to build fluency without relying on teacher prompts. It marks a crucial time for students to demonstrate understanding and consolidate their skills. Teachers monitor students' progress by assessing their ability to use these skills independently. Any difficulties detected during this stage highlight areas that may require reteaching. Continuous feedback remains necessary, ensuring reinforcement of skills or adjustments where needed. Independent practise, therefore, creates an environment where students can confidently apply and enhance their knowledge autonomously. Providing immediate and continuous feedback is essential during both instruction and practise. Engaging studentswith affirmative and corrective feedback enhances their learning outcomes. For instance, recognising student effort encourages engagement, while corrective feedback addresses misconceptions promptly. Research by Archer & Hughes has shown that timely feedback prevents the practise of errors, thereby increasing lesson success rates. Continuous assessment allows teachers to identify struggling students and adjust instruction accordingly. Such feedback loops ensure no student ends with unresolved misunderstandings, allowing content to be revisited or modelled again if necessary. Engaging in this changing assessment process creates opportunities for students to successfully master the instructional content. In reading instruction, teachers explicitly model decoding strategies, demonstrate comprehension techniques, and systematically teach phonics patterns and vocabulary. This involves thinking aloud while reading, breaking down word recognition processes, and providing structured practise with immediate corrective feedback. Students progress from teacher-led reading to guided practise with support, then to independent reading with learned strategies. Explicit instruction in reading employs a systematic and structured method to teach new skills. It involves modelling skills, providing ample practise opportunities, and delivering feedback to students. This approach proves particularly effective for students who face challenges in learning to read. Unlike other methods, it treats phonics components as central, integrating them purposefully. Teachers give clear, direct explanations, guiding students to understand each step without ambiguity. By Explicit instruction plays a key role in teaching phonics, focusing on organised, intentional techniques that enhance learning outcomes.
Systematic Instruction
Task Breakdown and Simplification
Modelling and Demonstration
Guided Practise
Independent Practise
Continuous Feedback and Assessment
Explicit Instruction for Reading Skills
Role of Graphemes and Phonics
Direct, explicit instruction enhances reading comprehension by offering clear guidance and ample practise. Teachers model and explain skills, boosting performance on reading quizzes and tests. Through structured approaches, students engage more actively, receiving feedback that refines their skills. By reducing cognitive load and encouraging frequent student responses, this method aids comprehension. Research highlights how explicit instruction clarifies language and purpose, ensuring students understand complex texts. This systematic approach also secures the necessary prior knowledge to tackle new reading challenges, improving retention and understanding.
Lesson design begins with identifying specific, measurable learning objectives and breaking complex skills into manageable chunks that align with students' working memory capacity. Teachers sequence content from simple to complex, plan clear examples and n on-examples, and build in multiple opportunities for guided practise with feedback. Each lesson includes review of prior learning, explicit teaching of new content, guided practise, and independent application with built-in assessment checkpoints.
Explicit instruction is a systematic approach aimed at improving studentachievement. It involves breaking down complex skills into smaller, manageable parts, providing clear explanations and modelling for students. This method ensures that learning follows a logical sequence, where each step builds on the previous one.
By focusing on modelling and providing opportunities for guided and independent practise, this approach ensures frequent understanding checks. Engaging students actively drives successful student achievement. As a success-oriented methodology, it supports academic growth by outlining clear objectives and offering practise until students master topics independently.
Incorporating explicit instruction within a lesson structure hinges on connecting new content to prior knowledge. Lessons should provide chances for practise and review and include various ways to demonstrate understanding. Feedback and reflection are crucial here.
Carefully planned and sequenced lessons guide students from simple to complex skills and high-frequency to low-frequency tasks. Immediate and corrective feedback is essential during lessons. Teachers might need to reteach or clarify instructions. Chunking, or dividing lessons into smaller parts, helps manage
The "I Do-We Do-You Do" model structures learning by guiding students through new content. Teachers first model a concept or skill ("I Do"), then students practise together with guidance ("We Do"), followed by independent practise ("You Do"). This method is especially beneficial for students who struggle, as it builds a strong foundation in areas like . This approach emphasises using clear, concise language adjusted to students' levels. Sequential learning helps ensure skills are built on prior knowledge, leading to mastery.
Implementing the "I Do-We Do-You Do" model effectively means offering plenty of practise opportunities. Immediate feedback helps correct misunderstandings and supports student learning. This encourages confidence and ensures misconceptions are addressed quickly. Providing plenty of practise and feedback creates a supportive atmosphere where students can achieve their learning goals.
Explicit instruction significantly improves educational results because it reduces cognitive load, provides clear structure that anxious learners need, and ensures no student falls through gaps in understanding. Research shows it particularly benefits struggling learners, SEND pupils, and students from disadvantaged backgrounds by providing the scaffolding needed to access complex content. The method's systematic approach prevents misconceptions from forming and builds strong foundational skills through repeated practise and feedback.
Explicit instruction offers a structured and evidence-informed approach to teaching that supports clarity, mastery, and engagement. By breaking learning into clear steps, it helps students build understanding with confidence, particularly those who benefit from scaffolded support. Here are five of the most widely recognised benefits:
The biggest misconception is that explicit instruction means passive, lecture-style teaching, when it actually involves highly interactive lessons with frequent student responses and real-time adjustments. Another challenge is the belief that it stifles creativity, but effective explicit instruction provides the foundational skills students need to eventually engage in creative and independent work. Teachers often struggle with pacing and knowing when to release responsibility to students, which requires careful observation and responsive teaching.
Explicit instruction is often misunderstood due to its straightforward, teacher-led nature. Some believe it oversimplifies complex tasks. However, this approach breaks down these tasks into smaller, manageable units, which eases understanding. Pieces of the puzzle come together to form a bigger picture, encouraging advanced learning. Critics argue that it limits students' ability to engage in higher-order thinking.
In reality, explicit instruction builds essential skills needed for such cognitive activities. Although teacher-directed, this method creates a student-centred environment. Students participate actively, which enhances their learning experiences. Some misconceptions arise from the idea that explicit instruction only benefits students with basic needs. Yet, it is effective in teaching higher-order skills.
Through structured and scaffolded methods, students, especially those facing learning challenges, benefit from continuous feedback. Repeated practise opportunities lead to improved learning gains.
Some educators mistakenly view explicit instruction as mere compliance training, fearing it dehumanizes the learning experience. Critics suggest it stifles engagement in Despite the direction provided by the teacher, explicit instruction creates verification and correction of misunderstandings through active student participation. It doesn't limit creativity or critical thinking. Instead, this approach establishes a foundation. Students are better equipped to navigate complex tasks and projects because of this grounding. Explicit instruction embraces a methodically structured approach, allowing for interactive and meaningful educational experiences.
Combining explicit instruction with inquiry-This process aids the transition of information from working memory to long-term retention. It is a misunderstanding that explicit instruction excludes engagement with inquiry-based learning. On the contrary, essential components such as modelling, practise, and feedback, present in explicit instruction, also support inquiry methods. This duality means explicit instruction plays a role in developing both basic and higher-order skills, hence complementing inquiry-based environments.
In explicit instruction, adaptive scaffolding customises support to students' learning needs. This method involves structuring the learning environment to offer greater or lesser support based on how students respond. Feedback and constructive prompts guide learners through challenging tasks, easing them towards success.
As students develop their skills and confidence, this extra support will be gradually reduced. Adaptive scaffolding adapts to each student's proficiency level with the curriculum's target skill. Various prompts, be they physical, visual, or verbal, can be used during guided practise. Teacher discretion plays an important role, even within a highly scripted framework. Adjustments ensure an effective learning experience tailored to each student's needs, helping to build competent, independent learners.
Start by establishing consistent lesson routines that include a clear opening, modelling phase, guided practise, and closure with summary. Use techniques like choral response, mini-whiteboards, and think-pair-share to maintain high engagement and check understanding frequently. Build in time for reteaching based on student responses and plan your examples and questions in advance to ensure clarity and appropriate challenge level.
Explicit instruction works because it provides clarity. By breaking complex skills into smaller, manageable steps, teachers create a clear path forwards for all learners. At the heart of this approach is modelling: Practise is central. Lessons must offer opportunities for both guided and independent practise, ensuring students have time to consolidate what they’ve learned. Throughout, targeted feedback plays a vital role, affirming success and correcting misconceptions before they take root.
Using clear, direct language and structured sequencing helps reduce cognitive load, freeing up students' working memory to focus on the content rather than the process. This makes explicit instruction particularly valuable in busy, mixed-ability classrooms.
A well-structured lesson begins with clearly stated learning intentions and ends with learners confidently applying their skills. The familiar “I Do, We Do, You Do” format offers a reliable roadmap, but its success depends on thoughtful planning and deliberate scaffolding.
To support this process, many schools now use the Thinking Framework from Structural Learning. This visual taxonomy breaks learning into discrete thinking skills, helping teachers design lessons that progress logically and ensuring that every student can see their next step forwards. Whether organising information, making connections, or explaining ideas, the framework supports structured, purposeful instruction.
Three Key Ideas to Consider:
Essential resources include Rosenshine's Principles of Instruction, which provides the research foundation, and Anita Archer's work on explicit instruction implementation in classrooms. The Education Endowment Foundation offers evidence-based guidance on structured teaching approaches with UK-specific research. Additional practical resources include Direct Instruction texts by Engelmann and Carnine, and cognitive load theory research by Sweller for understanding the science behind the method.
The following studies highlight how explicit teaching enhances student achievement by structuring instruction around clear goals, prerequisite skills, and strategic practise, making it a powerful tool for efficient and impactful teaching.
1.
3. Improving Programming Self-Efficacy with Explicit Instruction
Govender et al. (2014) showed that teaching problem-solving explicitly in programming classes improved both student and teacher self-efficacy. The findings suggest that explicit instruction helpsmanage task difficulty and boosts learner confidence, providing a foundation for more effective professional learning in STEM education.
4. Explicit Reading Instruction in Primary Classrooms
Lucero and Vargas (2021) conducted a study with Grade 1 pupils and found significant gains in reading comprehension using an explicit instruction model. The results support explicit teaching as a reliable strategy for early literacy, emphasising the importance of clear modelling and guided practise during limited instructional time.
5. Higher-Order Thinking via Explicit Strategy Teaching
Saw (2012) investigated how explicit instruction in reading strategies enhanced critical thinking among primary ESL students. Using structured lessons aligned with curriculum goals, the study showed that explicit teaching not only improves comprehension but also creates analytical thinking through cumulative practise and scaffolded learning.
Explicit instruction is a structured, systematic teaching approach that follows the 'I do, We do, You do' framework, where teachers provide clear explanations, model skills, guide practise, and support independent application. Unlike more general direct instruction, it is carefully planned and sequenced to reduce cognitive overload, making it particularly effective for teaching foundational skills in reading, writing, and mathematics to all learners regardless of background or ability.
Teachers begin with clear modelling where they demonstrate the skill or concept using think-aloud strategies to vocalise their decision-making process. They then move to guided practise, working collaboratively with students whilst providing immediate feedback and corrective strategies, before finally allowing students to apply skills independently once they demonstrate mastery.
Explicit instruction reduces cognitive overload by breaking complex tasks into smaller, manageable steps, making content accessible to pupils who benefit from routine and structure. It provides the predictable routines that anxious learners need whilst offering systematic scaffolding that gradually decreases as students gain confidence and mastery.
Teachers should use task analysis to dissect complex tasks into smaller, sequential units, teaching each step explicitly rather than assuming prior understanding. This systematic progression involves linking new knowledge to what students have already mastered, with scaffolding support that becomes gradually less necessary as students develop proficiency.
Feedback in explicit instruction should be immediate and ongoing, provided during the guided practise phase to help students refine their understanding and detect misconceptions early. This real-time response approach involves frequent questioning and assessment, allowing teachers to make evolving, in-the-moment adjustments rather than waiting until the end of lessons.
When implemented effectively, explicit instruction is highly interactive and responsive to student understanding, not simply teacher-dominated. The guided practise phase promotes frequent student responses and collaborative problem-solving, creating an engaging environment where students actively participate whilst receiving the structure and clarity they need.
Explicit instruction is particularly effective in reading, writing, and mathematics, with strong research evidence supporting its use in these foundational areas. For example, in reading it might involve systematically teaching phonemic awareness, phonics, and fluency in a logical sequence, or in mathematics breaking down problem-solving strategies into clear, sequential steps that students can follow and practise.
Kindness in the Classroom: Evaluating the Impact of Direct Kindness Instruction on School and Emotional Outcomes in Second-Grade Students View study ↗
1 citations
Braelyn Verba & Phu Vu (2024)
Researchers found that directly teaching kindness skills to second graders using structured lessons significantly improved students' social and emotional well-being in the classroom. The study reveals that kindness, like academic skills, can be effectively taught through explicit instruction rather than hoping students will naturally develop these behaviours. This research provides evidence that teachers can use direct teaching methods to build positive classroom culture and improve student relationships through systematic social-emotional learning.
A Comparative Study of the Effect of Two Methods of Online Education Based on Sweller'S 2 citations
Z. Sohrabi et al. (2023)
This study found that online lessons designed using cognitive load theory principles significantly increased student engagement compared to traditional online teaching methods. By managing how much information students process at once and structuring content to reduce mental overload, teachers can create more effective digital learning experiences. The research offers practical insights for educators designing online or hybrid lessons, showing that thoughtful instructional design based on how the brain learns leads to better student outcomes.
Integration of Cognitive Load Theory and Its Principles: Reshaping 21st Century Teacher Education View study ↗
This research argues that teacher preparation programmes must incorporate cognitive load theory to help new educators design instruction that works with, rather than against, how students' brains process information. The study emphasises that understanding working memory limitations and applying research-based instructional principles should be core components of modern teacher training. For practising teachers, this work highlights the importance of professional development that focuses on evidence-based teaching methods rooted in cognitive science.
"More than just a medical student": a mixed methods exploration of a structured volunteering programme for undergraduate medical students View study ↗
47 citations
K. Badger et al. (2022)
Researchers examined how a well-organised volunteer programme during COVID-19 provided meaningful learning experiences for medical students while meeting community needs. The study found that structured, supervised real-world experiences enhanced students' professional development and sense of purpose beyond traditional classroom learning. This research demonstrates the value of connecting classroom instruction with authentic, purposeful activities that benefit both student learning and community service.
Click each phase to expand the guidance and add your own lesson notes. The phases follow the I Do, We Do, You Do model.
These studies provide evidence for explicit instruction as an effective teaching approach, examining its impact on academic achievement, social-emotional development and reading comprehension across different age groups.
Can Explicit Instruction in Social and Emotional Learning Skills Benefit Young Children? View study ↗
269 citations
Ashdown & Bernard (2012)
This highly cited study demonstrates that explicit, structured teaching of social-emotional skills produces significant gains in both well-being and academic achievement for young children. The structured lesson format, with clear modelling, guided practice and independent application, mirrors the explicit instruction model and shows it works beyond academic subjects.
Explicit Reading Strategy Instruction or Daily Use of Strategies? Studying the Teaching of Reading Comprehension Through Naturalistic Classroom Observation View study ↗
119 citations
Brevik (2019)
Through detailed classroom observation, Brevik shows that explicit strategy instruction produces better reading comprehension outcomes than simply encouraging daily strategy use without structured teaching. The findings confirm that pupils need teachers to model, name and practise strategies explicitly before they can use them independently.
Features of Direct Instruction: Interactive Lessons View study ↗
13 citations
Rolf & Slocum (2021)
This analysis identifies the specific features that make direct instruction effective: clear learning objectives, frequent pupil responses, immediate corrective feedback and systematic sequencing of examples. The feature breakdown gives teachers a practical checklist for evaluating whether their own lessons contain the active ingredients of explicit instruction.
Learning from Errors Versus Explicit Instruction in Preparation for a Test That Counts View study ↗
14 citations
Metcalfe, Xu & Vuorre (2024)
This experimental study compares error-based learning with explicit instruction under high-stakes conditions, finding that explicit instruction produces more reliable outcomes when the test truly matters. The nuanced findings help teachers decide when to use discovery approaches and when structured, explicit teaching is the safer choice.
Reconceptualising Second Language Oracy Instruction: Metacognitive Engagement and Direct Teaching in Listening
27 citations
Goh (2014)
Goh makes the case for explicit instruction in listening skills, an area traditionally left to implicit exposure. The metacognitive framework shows how teachers can explicitly teach pupils to plan, monitor and evaluate their listening, applying the principles of explicit instruction to a skill often considered unteachable.
Explicit instruction is a structured, systematic teaching approach where teachers provide clear explanations, demonstrate skills through modelling, guide student practise, and support independent application. It follows a research-based sequence of 'I do, We do, You do' that reduces cognitive overload and helps all learners access complex content. This method is particularly effective for teaching foundational skills in reading, writing, and mathematics.
Explicit instruction is a structured, systematic approach to teaching that has strong evidence of effectiveness, particularly for teaching new concepts and skills. These explicit instruction approaches are grounded in decades of research. Based on decades of research including Rosenshine's Principles of Instruction, explicit teaching involves clear explanations, modelling, guided practise, and independent practise. While sometimes criticised as teacher-centred, explicit instruction when done well is highly interactive and responsive to student understanding through the inquiry cycle. This guide explains the key principles and how to implement them.
Evidence summary: The EEF Teaching and Learning Toolkit rates direct instruction as having +5 months progress on average. The SEND in Mainstream guidance identifies explicit instruction as one of five key strategies, supported by four systematic reviews incorporating 116 studies. Rosenshine's principles are most effective for well-structured knowledge and skills; effectiveness varies for ill-defined problems or creative tasks.
Unlike more general direct instruction, explicit instruction is carefully planned, sequenced, and scaffolded to reduce cognitive overload and ensure all students, regardless of background or ability, can access the content. Lessons typically follow a clear progression: teachers first model the skill or concept (“I do”), then support students in practising it together (“We do”), before finally allowing learners to apply it independently (“You do”).
This approach is rooted in cognitive science and has strong evidence to support its use, particularly in reading, writing, and mathematics. It is especially effective for learners who benefit from routine, structure, and clearly defined success criteria.
Key Features of Explicit Instruction:
The core components include clear learning objectives, direct modelling by the teacher, guided practise with immediate feedback, and systematic progression to independent practise. Teachers break down complex tasks into smaller steps, check for understanding frequently, and provide scaffolding that gradually decreases as students gain mastery. Each component builds on the previous one to ensure students develop both understanding and skill proficiency.
| Phase | Teacher Actions | Student Role | Key Principles |
|---|---|---|---|
| I Do (Modelling) | Demonstrate with think-aloud | Watch and listen actively | Clear, step-by-step |
| We Do (Guided) | Scaffold with prompts | Practise with support | Gradual release |
| You Do (Independent) | Monitor and provide feedback | Apply skills independently | Mastery focus |
| Review | Check understanding | Demonstrate learning | Consolidation |
Explicit instruction represents a highly effective teaching approach characterised by clear, direct communication of concepts and skills. It involves breaking down complex tasks into understandable segments, ensuring students can grasp and apply each part with confidence. This type of instruction gives students the skills they need in a logical and strategic manner.
Among the key features are direct explanations, modelling, guided practise, and purposeful practise opportunities. Educators ensure that students receive the fundamental knowledge required and provide feedback regularly to correct misunderstandings. Charles A. Hughes and other researchers have underscored the importance of explicit instruction in effectively Systematic instruction refers to a carefully designed teaching sequence likened to a well-detailed plan. This structured approach ensures students build knowledge logically, starting from simple ideas and moving to complex skills. For example, systematic instruction might begin by teaching basic sounds in reading, allowing students to connect these sounds into words. Through this method, new knowledge is consistently linked to what students have already mastered. This ensures concepts are relevant and easily applicable. By weaving together phonemic awareness, phonics, fluency, vocabulary, and comprehension, systematic instruction supports a strategic development of reading skills. Ensuring students possess the necessary background knowledge before introducing new concepts maximises learning efficiency. In explicit instruction, task breakdown and simplification are key strategies to facilitate This strategy, called task analysis, ensures clear instruction by explicitly teaching each unit of knowledge in a step-by-step manner, rather than assuming prior understanding. Educators often provide scaffolding support, which becomes gradually less necessary as students grow more proficient. Such a method enables a systematic progression, aiding students in developing the capacity to handle more complex thinking tasks over time. Modelling and demonstration stand as vital components of explicit instruction. These tools involve teachers clearly presenting concepts to ensure students understand how to apply skills effectively. A teacher may use think-aloud strategies, vocalizing the decision-making process during problem-solving. This provides students insight into applying strategies in their learning. During modelling, addressing misunderstandings with corrective strategies solidifies comprehension. Teachers demonstrate problem-solving techniques, encouraging students' critical-thinking skills. Utilising consistent language ensures students grasp concepts and replicate learned skills. Thus, modelling offers students an opportunity to watch, understand, and then independently apply new knowledge with increased confidence. Guided practise is a crucial phase in explicit instruction, providing a bridge from modelling to Guidance ensures misconceptions are detected early, allowing for reteaching as needed. Such a collaborative environment promotes frequent student responses, enhancing engagement and comprehension. This step strengthens the readiness of students to eventually practise skills on their own effectively. Once students accurately demonstrate mastery during guided practise, they transition to independent practise. This phase provides opportunities for students to build fluency without relying on teacher prompts. It marks a crucial time for students to demonstrate understanding and consolidate their skills. Teachers monitor students' progress by assessing their ability to use these skills independently. Any difficulties detected during this stage highlight areas that may require reteaching. Continuous feedback remains necessary, ensuring reinforcement of skills or adjustments where needed. Independent practise, therefore, creates an environment where students can confidently apply and enhance their knowledge autonomously. Providing immediate and continuous feedback is essential during both instruction and practise. Engaging studentswith affirmative and corrective feedback enhances their learning outcomes. For instance, recognising student effort encourages engagement, while corrective feedback addresses misconceptions promptly. Research by Archer & Hughes has shown that timely feedback prevents the practise of errors, thereby increasing lesson success rates. Continuous assessment allows teachers to identify struggling students and adjust instruction accordingly. Such feedback loops ensure no student ends with unresolved misunderstandings, allowing content to be revisited or modelled again if necessary. Engaging in this changing assessment process creates opportunities for students to successfully master the instructional content. In reading instruction, teachers explicitly model decoding strategies, demonstrate comprehension techniques, and systematically teach phonics patterns and vocabulary. This involves thinking aloud while reading, breaking down word recognition processes, and providing structured practise with immediate corrective feedback. Students progress from teacher-led reading to guided practise with support, then to independent reading with learned strategies. Explicit instruction in reading employs a systematic and structured method to teach new skills. It involves modelling skills, providing ample practise opportunities, and delivering feedback to students. This approach proves particularly effective for students who face challenges in learning to read. Unlike other methods, it treats phonics components as central, integrating them purposefully. Teachers give clear, direct explanations, guiding students to understand each step without ambiguity. By Explicit instruction plays a key role in teaching phonics, focusing on organised, intentional techniques that enhance learning outcomes.Systematic Instruction
Task Breakdown and Simplification
Modelling and Demonstration
Guided Practise
Independent Practise
Continuous Feedback and Assessment
Explicit Instruction for Reading Skills
Role of Graphemes and Phonics
Direct, explicit instruction enhances reading comprehension by offering clear guidance and ample practise. Teachers model and explain skills, boosting performance on reading quizzes and tests. Through structured approaches, students engage more actively, receiving feedback that refines their skills. By reducing cognitive load and encouraging frequent student responses, this method aids comprehension. Research highlights how explicit instruction clarifies language and purpose, ensuring students understand complex texts. This systematic approach also secures the necessary prior knowledge to tackle new reading challenges, improving retention and understanding.
Lesson design begins with identifying specific, measurable learning objectives and breaking complex skills into manageable chunks that align with students' working memory capacity. Teachers sequence content from simple to complex, plan clear examples and n on-examples, and build in multiple opportunities for guided practise with feedback. Each lesson includes review of prior learning, explicit teaching of new content, guided practise, and independent application with built-in assessment checkpoints.
Explicit instruction is a systematic approach aimed at improving studentachievement. It involves breaking down complex skills into smaller, manageable parts, providing clear explanations and modelling for students. This method ensures that learning follows a logical sequence, where each step builds on the previous one.
By focusing on modelling and providing opportunities for guided and independent practise, this approach ensures frequent understanding checks. Engaging students actively drives successful student achievement. As a success-oriented methodology, it supports academic growth by outlining clear objectives and offering practise until students master topics independently.
Incorporating explicit instruction within a lesson structure hinges on connecting new content to prior knowledge. Lessons should provide chances for practise and review and include various ways to demonstrate understanding. Feedback and reflection are crucial here.
Carefully planned and sequenced lessons guide students from simple to complex skills and high-frequency to low-frequency tasks. Immediate and corrective feedback is essential during lessons. Teachers might need to reteach or clarify instructions. Chunking, or dividing lessons into smaller parts, helps manage
The "I Do-We Do-You Do" model structures learning by guiding students through new content. Teachers first model a concept or skill ("I Do"), then students practise together with guidance ("We Do"), followed by independent practise ("You Do"). This method is especially beneficial for students who struggle, as it builds a strong foundation in areas like . This approach emphasises using clear, concise language adjusted to students' levels. Sequential learning helps ensure skills are built on prior knowledge, leading to mastery.
Implementing the "I Do-We Do-You Do" model effectively means offering plenty of practise opportunities. Immediate feedback helps correct misunderstandings and supports student learning. This encourages confidence and ensures misconceptions are addressed quickly. Providing plenty of practise and feedback creates a supportive atmosphere where students can achieve their learning goals.
Explicit instruction significantly improves educational results because it reduces cognitive load, provides clear structure that anxious learners need, and ensures no student falls through gaps in understanding. Research shows it particularly benefits struggling learners, SEND pupils, and students from disadvantaged backgrounds by providing the scaffolding needed to access complex content. The method's systematic approach prevents misconceptions from forming and builds strong foundational skills through repeated practise and feedback.
Explicit instruction offers a structured and evidence-informed approach to teaching that supports clarity, mastery, and engagement. By breaking learning into clear steps, it helps students build understanding with confidence, particularly those who benefit from scaffolded support. Here are five of the most widely recognised benefits:
The biggest misconception is that explicit instruction means passive, lecture-style teaching, when it actually involves highly interactive lessons with frequent student responses and real-time adjustments. Another challenge is the belief that it stifles creativity, but effective explicit instruction provides the foundational skills students need to eventually engage in creative and independent work. Teachers often struggle with pacing and knowing when to release responsibility to students, which requires careful observation and responsive teaching.
Explicit instruction is often misunderstood due to its straightforward, teacher-led nature. Some believe it oversimplifies complex tasks. However, this approach breaks down these tasks into smaller, manageable units, which eases understanding. Pieces of the puzzle come together to form a bigger picture, encouraging advanced learning. Critics argue that it limits students' ability to engage in higher-order thinking.
In reality, explicit instruction builds essential skills needed for such cognitive activities. Although teacher-directed, this method creates a student-centred environment. Students participate actively, which enhances their learning experiences. Some misconceptions arise from the idea that explicit instruction only benefits students with basic needs. Yet, it is effective in teaching higher-order skills.
Through structured and scaffolded methods, students, especially those facing learning challenges, benefit from continuous feedback. Repeated practise opportunities lead to improved learning gains.
Some educators mistakenly view explicit instruction as mere compliance training, fearing it dehumanizes the learning experience. Critics suggest it stifles engagement in Despite the direction provided by the teacher, explicit instruction creates verification and correction of misunderstandings through active student participation. It doesn't limit creativity or critical thinking. Instead, this approach establishes a foundation. Students are better equipped to navigate complex tasks and projects because of this grounding. Explicit instruction embraces a methodically structured approach, allowing for interactive and meaningful educational experiences.
Combining explicit instruction with inquiry-This process aids the transition of information from working memory to long-term retention. It is a misunderstanding that explicit instruction excludes engagement with inquiry-based learning. On the contrary, essential components such as modelling, practise, and feedback, present in explicit instruction, also support inquiry methods. This duality means explicit instruction plays a role in developing both basic and higher-order skills, hence complementing inquiry-based environments.
In explicit instruction, adaptive scaffolding customises support to students' learning needs. This method involves structuring the learning environment to offer greater or lesser support based on how students respond. Feedback and constructive prompts guide learners through challenging tasks, easing them towards success.
As students develop their skills and confidence, this extra support will be gradually reduced. Adaptive scaffolding adapts to each student's proficiency level with the curriculum's target skill. Various prompts, be they physical, visual, or verbal, can be used during guided practise. Teacher discretion plays an important role, even within a highly scripted framework. Adjustments ensure an effective learning experience tailored to each student's needs, helping to build competent, independent learners.
Start by establishing consistent lesson routines that include a clear opening, modelling phase, guided practise, and closure with summary. Use techniques like choral response, mini-whiteboards, and think-pair-share to maintain high engagement and check understanding frequently. Build in time for reteaching based on student responses and plan your examples and questions in advance to ensure clarity and appropriate challenge level.
Explicit instruction works because it provides clarity. By breaking complex skills into smaller, manageable steps, teachers create a clear path forwards for all learners. At the heart of this approach is modelling: Practise is central. Lessons must offer opportunities for both guided and independent practise, ensuring students have time to consolidate what they’ve learned. Throughout, targeted feedback plays a vital role, affirming success and correcting misconceptions before they take root.
Using clear, direct language and structured sequencing helps reduce cognitive load, freeing up students' working memory to focus on the content rather than the process. This makes explicit instruction particularly valuable in busy, mixed-ability classrooms.
A well-structured lesson begins with clearly stated learning intentions and ends with learners confidently applying their skills. The familiar “I Do, We Do, You Do” format offers a reliable roadmap, but its success depends on thoughtful planning and deliberate scaffolding.
To support this process, many schools now use the Thinking Framework from Structural Learning. This visual taxonomy breaks learning into discrete thinking skills, helping teachers design lessons that progress logically and ensuring that every student can see their next step forwards. Whether organising information, making connections, or explaining ideas, the framework supports structured, purposeful instruction.
Three Key Ideas to Consider:
Essential resources include Rosenshine's Principles of Instruction, which provides the research foundation, and Anita Archer's work on explicit instruction implementation in classrooms. The Education Endowment Foundation offers evidence-based guidance on structured teaching approaches with UK-specific research. Additional practical resources include Direct Instruction texts by Engelmann and Carnine, and cognitive load theory research by Sweller for understanding the science behind the method.
The following studies highlight how explicit teaching enhances student achievement by structuring instruction around clear goals, prerequisite skills, and strategic practise, making it a powerful tool for efficient and impactful teaching.
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3. Improving Programming Self-Efficacy with Explicit Instruction
Govender et al. (2014) showed that teaching problem-solving explicitly in programming classes improved both student and teacher self-efficacy. The findings suggest that explicit instruction helpsmanage task difficulty and boosts learner confidence, providing a foundation for more effective professional learning in STEM education.
4. Explicit Reading Instruction in Primary Classrooms
Lucero and Vargas (2021) conducted a study with Grade 1 pupils and found significant gains in reading comprehension using an explicit instruction model. The results support explicit teaching as a reliable strategy for early literacy, emphasising the importance of clear modelling and guided practise during limited instructional time.
5. Higher-Order Thinking via Explicit Strategy Teaching
Saw (2012) investigated how explicit instruction in reading strategies enhanced critical thinking among primary ESL students. Using structured lessons aligned with curriculum goals, the study showed that explicit teaching not only improves comprehension but also creates analytical thinking through cumulative practise and scaffolded learning.
Explicit instruction is a structured, systematic teaching approach that follows the 'I do, We do, You do' framework, where teachers provide clear explanations, model skills, guide practise, and support independent application. Unlike more general direct instruction, it is carefully planned and sequenced to reduce cognitive overload, making it particularly effective for teaching foundational skills in reading, writing, and mathematics to all learners regardless of background or ability.
Teachers begin with clear modelling where they demonstrate the skill or concept using think-aloud strategies to vocalise their decision-making process. They then move to guided practise, working collaboratively with students whilst providing immediate feedback and corrective strategies, before finally allowing students to apply skills independently once they demonstrate mastery.
Explicit instruction reduces cognitive overload by breaking complex tasks into smaller, manageable steps, making content accessible to pupils who benefit from routine and structure. It provides the predictable routines that anxious learners need whilst offering systematic scaffolding that gradually decreases as students gain confidence and mastery.
Teachers should use task analysis to dissect complex tasks into smaller, sequential units, teaching each step explicitly rather than assuming prior understanding. This systematic progression involves linking new knowledge to what students have already mastered, with scaffolding support that becomes gradually less necessary as students develop proficiency.
Feedback in explicit instruction should be immediate and ongoing, provided during the guided practise phase to help students refine their understanding and detect misconceptions early. This real-time response approach involves frequent questioning and assessment, allowing teachers to make evolving, in-the-moment adjustments rather than waiting until the end of lessons.
When implemented effectively, explicit instruction is highly interactive and responsive to student understanding, not simply teacher-dominated. The guided practise phase promotes frequent student responses and collaborative problem-solving, creating an engaging environment where students actively participate whilst receiving the structure and clarity they need.
Explicit instruction is particularly effective in reading, writing, and mathematics, with strong research evidence supporting its use in these foundational areas. For example, in reading it might involve systematically teaching phonemic awareness, phonics, and fluency in a logical sequence, or in mathematics breaking down problem-solving strategies into clear, sequential steps that students can follow and practise.
Kindness in the Classroom: Evaluating the Impact of Direct Kindness Instruction on School and Emotional Outcomes in Second-Grade Students View study ↗
1 citations
Braelyn Verba & Phu Vu (2024)
Researchers found that directly teaching kindness skills to second graders using structured lessons significantly improved students' social and emotional well-being in the classroom. The study reveals that kindness, like academic skills, can be effectively taught through explicit instruction rather than hoping students will naturally develop these behaviours. This research provides evidence that teachers can use direct teaching methods to build positive classroom culture and improve student relationships through systematic social-emotional learning.
A Comparative Study of the Effect of Two Methods of Online Education Based on Sweller'S 2 citations
Z. Sohrabi et al. (2023)
This study found that online lessons designed using cognitive load theory principles significantly increased student engagement compared to traditional online teaching methods. By managing how much information students process at once and structuring content to reduce mental overload, teachers can create more effective digital learning experiences. The research offers practical insights for educators designing online or hybrid lessons, showing that thoughtful instructional design based on how the brain learns leads to better student outcomes.
Integration of Cognitive Load Theory and Its Principles: Reshaping 21st Century Teacher Education View study ↗
This research argues that teacher preparation programmes must incorporate cognitive load theory to help new educators design instruction that works with, rather than against, how students' brains process information. The study emphasises that understanding working memory limitations and applying research-based instructional principles should be core components of modern teacher training. For practising teachers, this work highlights the importance of professional development that focuses on evidence-based teaching methods rooted in cognitive science.
"More than just a medical student": a mixed methods exploration of a structured volunteering programme for undergraduate medical students View study ↗
47 citations
K. Badger et al. (2022)
Researchers examined how a well-organised volunteer programme during COVID-19 provided meaningful learning experiences for medical students while meeting community needs. The study found that structured, supervised real-world experiences enhanced students' professional development and sense of purpose beyond traditional classroom learning. This research demonstrates the value of connecting classroom instruction with authentic, purposeful activities that benefit both student learning and community service.
Click each phase to expand the guidance and add your own lesson notes. The phases follow the I Do, We Do, You Do model.
These studies provide evidence for explicit instruction as an effective teaching approach, examining its impact on academic achievement, social-emotional development and reading comprehension across different age groups.
Can Explicit Instruction in Social and Emotional Learning Skills Benefit Young Children? View study ↗
269 citations
Ashdown & Bernard (2012)
This highly cited study demonstrates that explicit, structured teaching of social-emotional skills produces significant gains in both well-being and academic achievement for young children. The structured lesson format, with clear modelling, guided practice and independent application, mirrors the explicit instruction model and shows it works beyond academic subjects.
Explicit Reading Strategy Instruction or Daily Use of Strategies? Studying the Teaching of Reading Comprehension Through Naturalistic Classroom Observation View study ↗
119 citations
Brevik (2019)
Through detailed classroom observation, Brevik shows that explicit strategy instruction produces better reading comprehension outcomes than simply encouraging daily strategy use without structured teaching. The findings confirm that pupils need teachers to model, name and practise strategies explicitly before they can use them independently.
Features of Direct Instruction: Interactive Lessons View study ↗
13 citations
Rolf & Slocum (2021)
This analysis identifies the specific features that make direct instruction effective: clear learning objectives, frequent pupil responses, immediate corrective feedback and systematic sequencing of examples. The feature breakdown gives teachers a practical checklist for evaluating whether their own lessons contain the active ingredients of explicit instruction.
Learning from Errors Versus Explicit Instruction in Preparation for a Test That Counts View study ↗
14 citations
Metcalfe, Xu & Vuorre (2024)
This experimental study compares error-based learning with explicit instruction under high-stakes conditions, finding that explicit instruction produces more reliable outcomes when the test truly matters. The nuanced findings help teachers decide when to use discovery approaches and when structured, explicit teaching is the safer choice.
Reconceptualising Second Language Oracy Instruction: Metacognitive Engagement and Direct Teaching in Listening
27 citations
Goh (2014)
Goh makes the case for explicit instruction in listening skills, an area traditionally left to implicit exposure. The metacognitive framework shows how teachers can explicitly teach pupils to plan, monitor and evaluate their listening, applying the principles of explicit instruction to a skill often considered unteachable.
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